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Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

Hultman Özek, Yvonne LU ; Edgren, Gudrun LU and Jandér, Katarina LU (2012) In Evidence Based Library and Information Practice 7(4).
Abstract
Objective – The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development.

Methods – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom... (More)
Objective – The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development.

Methods – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.

Results – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies.



Conclusion – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
categories
Higher Education
in
Evidence Based Library and Information Practice
volume
7
issue
4
publisher
University of Alberta Learning Services
external identifiers
  • scopus:84873419871
ISSN
1715-720X
language
English
LU publication?
yes
id
3089b646-3c03-47ac-a12c-7498c343b986 (old id 3242490)
alternative location
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16600
date added to LUP
2013-01-03 13:14:46
date last changed
2017-01-01 07:45:37
@article{3089b646-3c03-47ac-a12c-7498c343b986,
  abstract     = {Objective – The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development. <br/><br>
Methods – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire. <br/><br>
Results – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies.<br/><br>
<br/><br>
Conclusion – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large.},
  author       = {Hultman Özek, Yvonne and Edgren, Gudrun and Jandér, Katarina},
  issn         = {1715-720X},
  language     = {eng},
  number       = {4},
  publisher    = {University of Alberta Learning Services},
  series       = {Evidence Based Library and Information Practice},
  title        = {Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting},
  volume       = {7},
  year         = {2012},
}